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Introduction

Gifted and talented students are often identified as those who possess exceptional abilities and talents in various areas such as academics, arts, leadership, and creativity. These students require specialized education programs to meet their unique learning needs and maximize their potential. However, traditional gifted education programs often fail to address the cultural backgrounds and identities of these students, leading to feelings of alienation and disengagement from the curriculum.

This thesis explores the implementation of culturally sustaining pedagogy in gifted and talented education programs. Culturally sustaining pedagogy is an approach that values and incorporates students’ cultural backgrounds, languages, and identities into the curriculum to make learning more relevant and meaningful for all students. By adopting culturally sustaining pedagogy in gifted education, educators can create inclusive and supportive learning environments that empower gifted students from diverse cultural backgrounds.

Chapter One: Introduction
1.1 Introduction
1.2 Background of study
1.3 Problem Statement
1.4 Objective of study
1.5 Limitation of study
1.6 Scope of study
1.7 Significance of study
1.8 Structure of the Thesis
1.9 Definition of terms

Chapter Two: Literature Review
2.1 Theoretical framework of culturally sustaining pedagogy
2.2 Cultural responsiveness in gifted education
2.3 Challenges in meeting the needs of culturally diverse gifted students
2.4 Best practices in culturally sustaining pedagogy
2.5 Impact of culturally sustaining pedagogy on gifted students’ academic achievement
2.6 Parent and community involvement in culturally sustaining pedagogy
2.7 Professional development for educators in culturally sustaining pedagogy
2.8 Policy implications for implementing culturally sustaining pedagogy in gifted education
2.9 Critiques and controversies in culturally sustaining pedagogy
2.10 Future directions for research in culturally sustaining pedagogy in gifted education

Chapter Three: Research Methodology
3.1 Research design
3.2 Participants
3.3 Data collection methods
3.4 Data analysis procedures
3.5 Ethical considerations
3.6 Research limitations
3.7 Research validity and reliability
3.8 Research implications

Chapter Four: Discussion of Findings
4.1 Overview of research findings
4.2 Implementation strategies for culturally sustaining pedagogy in gifted education programs
4.3 Educators’ perspectives on culturally sustaining pedagogy
4.4 Students’ experiences with culturally sustaining pedagogy
4.5 Impact of culturally sustaining pedagogy on academic achievement of gifted students
4.6 Recommendations for practice and policy
4.7 Future research directions

Chapter Five: Conclusion and Summary
5.1 Summary of key findings
5.2 Implications for practice
5.3 Implications for policy
5.4 Reflections on the research process
5.5 Suggestions for future research

Thesis Overview:

Implementing culturally sustaining pedagogy in gifted and talented education programs is a critical step towards creating inclusive and equitable learning environments for all students. This thesis explores the importance of incorporating students’ cultural backgrounds and identities into the curriculum to enhance engagement, motivation, and academic achievement among gifted students from diverse cultural backgrounds. Through a comprehensive analysis of literature, research methodology, and discussion of findings, this thesis aims to provide valuable insights and recommendations for educators, policymakers, and researchers in the field of gifted education. By promoting culturally sustaining pedagogy in gifted programs, we can better meet the needs of all gifted students and foster their success in academic and personal development.

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